Abstract
The Erasmus programme has been a visibly successful programme for European Union (EU), facilitating mobility among students from different nationalities and cultures. ‘Erasmus’ was created in 1987 to raise awareness about the countries of the European Community, alongside a greater purpose to consolidate the idea of a ‘people’s Europe’ (European Council 1987). This represented a milestone in the history of education policies at European level, although it took more than 20 years from the Treaty of Rome for the education sector to acquire a formalized supranational dimension, and 17 more years for the flagship Erasmus programme to be born (Klose 2013). More recently, Erasmus has aimed to promote civic participation and raise social capital within European democracies, reduce unemployment and improve skills required in the labour market, especially among young people (European Commission 2017). Higher education institutions also use the programme as a mechanism to promote their internationalization, and prepare their students for the various problems that exist in our societies today (Klose 2013: 40).
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Notes
- 1.
Although the principle of difference is presented first, because of the lexical order, the equality of opportunities under the principle of difference prevail (Rosas 2013).
- 2.
In the budget from the Erasmus+ Programme (2014–2020), 78 per cent went to education, and from this, 43 per cent to higher education institutions (European Commission 2014).
- 3.
An education mobility programme in Europe has been discussed since the Janne Report in 1974, and the Erasmus programme negotiated since 1985 (Cunha and Santos 2017).
- 4.
In more basic terms, in 2016 the number of participants from Portugal was 11,047, or 3 per cent of students (European Commission 2017and author calculations according to Pordata).
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Ribeiro, A. (2021). Erasmus at 30: Institutional Mobility at Higher Education in Perspective. In: Cairns, D. (eds) The Palgrave Handbook of Youth Mobility and Educational Migration. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64235-8_16
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